bascketball for young players

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BASKETBALL FOR

YOUNG PLAYERSGUIDELINES FOR COACHES

EUROPEAN ASSOCIATION BASKETBALL COACHES

WORLD ASSOCIATION BASKETBALL COACHES

F EDERATION I NTERNATIONALE DE B ASKETBALLI NTERNATIONAL B ASKETBALL F EDERATION


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All rights reserved. The reproduction or utilisation of this work in any form or by anyelectronic, mechanical, or other means, now known or hereafter invented, includingxerography, photocopying, and recording, and in any information storage andretrieval system, is forbidden without the written permission of FIBA.

Published by the International Basketball Federation (FIBA) in collaboration with theEuropean Association of Basketball Coaches (EABC).

FIBABoschetsrieder Str. 67D-81379 Mnchen, GermanyP. O. Box 700607D-81306 Mnchen, Germany

EABCJorge Juan, 82, 5. - 1. A28009 Madrid, Spain

Written by Jose Mara Buceta, Mauriz io Mondoni, Aleksandar Avakumovic andLszl Killik. Edited by Jose Mara Buceta.

2000, FIBA

I.S.B.N.:

Depsito Legal: M.

Printed in Madrid, Spain,

by Editorial DYKINSON, S. L.Melndez Valds, 6128015 Madrid, Spainin collaboration withSAFEKAT, S. L. and JACARYAN, S. A.


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ACKNOWLEDGMENTS

This book was written following the guidelines of the working grouporganised by FIBA with the purpose of developing the Young Coaches 2000Programme.

This working group was chairmaned by:Patrick Baumann , Deputy Secretary General of FIBA.Anton Mara Comas , President of the European Association ofBasketball Coaches.

Other members of the group were:Aleksandar Avakumovic , President of the BAM Passerelle Movement. Jose Mara Buceta , Secretary General of the European Association ofBasketball Coaches.Maurizio Mondoni , Member of FIBA Mini-Basketball EuropeanCommittee.Lszl Killik , Member of the Executive Committee of the EuropeanAssociation of Basketball Coaches.

Mr. Avakumovic , Dr. Buceta, Mr. Mondoni and Mr. Killik, experts in thisfield, were assigned to write the book and Dr. Buceta to edit it.

FIBA would like to acknowledge the outstanding work of this group, andthanks the following people and institutions who provided the photographsfor this book: Paloma Romero, Susana Fernndez, Germn Garca Casanova,Antonio Paterna, Aleksandar Avakumovic , Carlos Sainz de Aja, Jose MaraBuceta, Asociacin Espaola de Entrenadores de Baloncesto, BulgarianBasketball Federation, Club Estudiantes de Madrid, Club El Palo de Mlaga,Colegio Virgen de Atocha de Madrid, Real Cano de Madrid, and RealMadrid Club de Ftbol.

FIBA would also like to thank Mrs. Sheila Ingrisano and Miss Maika Zuritafor their efficient work on the English text, as well as Mr. Antonio Parrn for

his remarkable drawings, Miss Dolores del Pino for her valuable help, andEditorial Dykinson for its careful attention to the editorial process of the book.Finally, FIBA would like to acknowledge the excellent contribution to this

project of theEuropean Association of Basketball Coaches .


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As the twentieth century draws to a close, basketball can be seen to havespread throughout the world, becoming one of the most practised sportsamongst boys and girls today. FIBA has 208 affiliated national federations,which means that hundreds of thousands of players are dedicated to the prac-tice of our sport. Many of these young people are children and teenagers forwhom basketball can be an excellent educational opportunity for their ath-letic, personal and social development. Among other things, basketballshould serve to develop values that help make our future adults better citi-zens, stimulating the peaceful and respectful coexistence of the people andcountries of the twenty-first century.

FIBA is aware of the enormous importance of basketball in the develop-ment of young people and of the fundamental role of coaches within this con-text, because it is the coaches who, by working daily with the players, mustmake the experience of playing basketball a beneficial one. For this reason, incollaboration with the European Association of Basketball Coaches, FIBA hasset up the Young Coaches 2000 programme for the training of coaches work-ing with players from mini-basketball to the junior category at the age of eigh-teen. The objective of this programme is for these coaches to understand andassume their responsibility, learning concepts and strategies that allow themto successfully develop this undertaking with the boys and girls who dependso much upon them.

Within this framework, different experts, chosen by FIBA, have formed aworking group to elaborate this book. It is meant to be a powerful workingtool for any basketball coaches clinic held around the world under the nameof FIBA, Olympic Solidarity or a national federation. I hope that readers willappreciate the contents presented herein and that they will use these appro-priately to enrich their working methodology with young players.

BORISLAVSTANKOVICSecretary General of FIBA


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To teach is more difficult than to learn. We all know this, but we often for-get it.

Why is teaching more difficult? Not only because a teacher needs to havea far greater knowledge at all times, but also because teaching is essentiallya more difficult task: it means teachinghow and what to learn.

The World Association of Basketball Coaches (WABC) is honoured to beassociated with this important step in the teaching of basketball coachingto young players, part of a programme initiated by FIBA.

Coaches clinics are held every other day the world over. Too few of these,however, concentrate on working with young basketball players. FIBA hasrecognised that these players will be the future of basketball as it enters thenew millennium and has therefore decided to create this reference guide for basketball coaches worldwide.

Although only a European project at the very beginning, it clearly appearedthat its value goes far beyond the geographical limits of Europe. This bookcan now be used everywhere around the globe, at every coaches clinic heldunder the auspices of FIBA.

We, the World Association of Basketball Coaches, as an officially recog-nised body of FIBA, will use these guidelines as a reference in all of our worldactivities.

We hope thar readers, coaches and players will welcome this initiative andsupport FIBA, EABC and WABC in their efforts to spread this work through-out the world.

The future is in our hands.

CESARERUBINI

President of WABC


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For the European Association of Basketball Coaches (EABC), the advancedtraining of European coaches is an important priority. It is therefore a greathonour that FIBA has approved the Young Coaches 2000 programme for thetraining of young coaches working with young players.

Coaches who work with young players cannot coach in the same way ascoaches working with professionals, but should develop their own workingstyle that takes into account the athletic and personal development of theirplayers. Thus, it is important that these coaches acquire knowledge specificto working with children and adolescents.

The objective of the Young Coaches 2000 programme, and of this book, isnot to substitute existing training programmes for coaches developed by therespective national federations, but to complement these. Thus, the pro-gramme and the book are intended for people who are already certifiedcoaches in their countries and who therefore already have a broad under-standing of the technical aspects of basketball. With this in mind, our aim isthat these coaches expand their resources by means of specific training cen-tred on the work of young players, highlighting those methodological pointsand contents that should predominate from mini-basketball to juniors.

This book is one more element of the Young Coaches 2000 programme,complementing courses to be held in coming years in different countries.However, it can be useful for any coach working with young players. The aimof the book is not to cover every aspect of basketball but to serve as a guide-line for coaches who work with children and adolescents including aspectsthat the experts of the working group selected by FIBA consider most rele-vant. I feel that this book will be a valuable working tool for any coach.

ANTONMARACOMASi COMAPresident of EABC


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Jose Mara Buceta is a Doctor in Psychology from theComplutense University of Madrid, Spain, and a Master ofScience from the University of Manchester, England. He isan expert in the field of Sport Psychology and HealthPsychology as well as Professor of Psychology at UNEDUniversity, Spain. He also has extensive experience as a bas-ketball coach with lite young players, including the Cadet, Junior and Senior Womens National Teams of Spain.

Maurizio Mondoni has a degree in Physical Education fromthe Catholic University of Milan, Italy. He is Professor ofTheory and Methodology of Teaching and Training at theSchool of Sport of the Italian Olympic Committee, and ofTheory and Methodology of Sport Games and Basketball atthe Catholic University of Milan. He has extensive experienceas a basketball coach of young players and is considered aninternational expert in the field of Mini-Basketball.

Aleksandar Avakumovic is a lawyer and a basketballcoach with the highest degree from the University ofBelgrade, Yugoslavia. A former basketball player inYugoslavia, he is an expert working as a coach with younggirls and boys. He and his wife Biljana Markovic foundedthe first private basketball school in Europe Basket Bamfor young players. He has developed the BAM PasserelleBasketball Movement across Europe.

Lszl Killik has a degree as a teacher of PhysicalEducation from the Higher Institute of Physical Educationof Budapest, Hungary. He has extensive experience as a basketball coach, including the Mens Junior National Teamand the Womens Senior National Team of Hungary, andthe National Teams of Egypt. He has worked at the Institute

for Scientific Research in Physical Education in Budapestand has been responsible for the development of basketballcoaches in Hungary. He is a recognised expert in deve-loping lite young players.

ABOUT THE AUTHORS


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CONTENTS

PREFACEINTRODUCTION

1. THE ROLE OF BASKETBALL IN THE EDUCATIONALDEVELOPMENT OF YOUNGSTERS ............................................

2. PLANNING BASKETBALL ACTIVITIES .....................................

3. ORGANISING TRAINING SESSIONS ..........................................

4. COACHING STRATEGIES FOR TRAINING SESSIONS ............

5. COACHES BEHAVIOUR AT GAMES ..........................................

6. MINI-BASKETBALL .........................................................................

7. TRAINING SESSIONS WITH 13-14 YEAR OLD PLAYERS .......

8. COACHING 15-18 YEAR OLD PLAYERS .........................................APPENDIX: SOLUTIONS AND COMMENTS TO PRACTICALEXERCISES ................................................................................................

INDEX ........................................................................................................

1

37

83

101

125

149

207

265

349

359


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INTRODUCTION

The Young Coaches 2000 programme was created by FIBA to promotethe training of young coaches who coach young players. This book was writ-ten as part of the programme, its purpose being to provide useful guidelinesfor coaches who work with boys or girls teams, from mini-basketball to juniors.

The book is made up of eight chapters and an appendix. The first fivechapters were written by Jose Mara Buceta. They cover methodological con-tents and aspects specific to coaching young players of any age that coach-es should take into account when working with these players. These aspectsmake up an area of work specific to coaches working with young players,different to that of a coach who works with professional teams. The mainobjective of these chapters, and of the whole book, is precisely for coacheswho work with young players to accept that their task is different to that ofa professional coach, to understand what that task consists of and to masterspecific concepts and strategies needed to carry out that task correctly.

As a starting point, Chapter 1 refers to the role of basketball in the edu-cational development of youngsters, emphasising the importance that bas-ketball can have in the athletic and human development of young players andstressing the importance of the coach in this process. The chapter points outhow the practice of basketball, from mini-basketball to junior, can contributeto enhancing the health of young players, to developing personal and socialvalues such as commitment, perseverance, responsibility, teamwork andrespect for rules and others, to developing psychological resources such asself-confidence, self-concept, self-esteem and self-control, to providing theplayers with positive experiences such as having fun, feeling competent andreceiving the appreciation of others and, of course, to the development of the basketball skills of the young player. In order to achieve all of these objectives,the coach must take advantage of the opportunities provided by practice ses-sions and games along the lines explained throughout the chapter, adoptinga working style the principal characteristics of which are listed at the end.

Using Chapter 1 as a basis, Chapters 2, 3, 4 and 5 include specific strate-gies that the coaches can apply in carrying out their work. Chapter 2 concen-


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trates on planning the overall basketball activity when working with youngplayers. Chapters 3 and 4 refer to training sessions and Chapter 5 to basketball games.

Chapter 2 attempts to guide coaches who work with young players con-cerning the methodology they should adopt in planning their teams activi-ties: how to organise the team, what working periods to bear in mindthroughout the season, the most appropriate goals, how to choose the mostimportant contents, aspects to take into account in order to correctly controlthe physical and psychological workload of the activities, how to focus gamesaccording to the age of the players, and how to schedule the activities.

From there, Chapter 3 centres on the organisation of training sessions, andis divided into three sections. In the first, the principal characteristics of a

training session are explained: its stages, goals, contents and working rules.In the second and longest, we discuss the principal characteristics that should be included in the sessions drills in order for these to be more efficient. In thethird, some simple suggestions are offered for evaluating the training session.The objective of this chapter is for the coach to learn how to make the best useof available training time in order to obtain the maximum benefit from it.

Chapter 4 also centres on training sessions but in this case, on the coachs behaviour in directing them.The aim of this chapter is for coaches to learnpsychological strategies that they can incorporate into their usual working

method in order for their players to achieve better performance and greatersatisfaction. After properly planning the activities (Chapter 2) and organis-ing each training session correctly (Chapter 3), the coach should develop theability of conducting the training session as productively as possible, gettinghis/her players to assimilate the contents of the session and thus obtain themaximum benefit from their work.

The basketball activity of young players should not be limited to trainingsessions but should also include games throughout the season. For this rea-son, the coach must be prepared to manage games as beneficially as possible.Chapter 5 refers specifically to the coachs behaviour before, during and aftergames, including strategies for preparing the game, controlling the playersexpectations of success, stimulating their concentration during game-time,making efficient use of time-outs and half-time, and achieving maximum ben-efit from the game as an educational experience.

To facilitate the study of these first five chapters, the book includes prac-tical exercisesand test exercises.

The practical exercises present situations characteristic of a basketballcoachs work, to which the reader should apply the contents of the book. The

purpose of this is that, in this way, the reader can better assimilate the knowl-edge found in the book by reflecting actively in order to do the exercises.The test exercises pose questions that the reader answers in order to check

how well he/she has assimilated the contents of each chapter. The appendix

XVIII BASKETBALL FOR YOUNG PLAYERS


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includes the solutions to these questions along with explanatory comments.Chapters 6, 7 and 8 include technical contents specific to each of the three

age groups into which the experts have decided to divide basketball foryoung players:mini-basketball,12 years and under (Chapter 6), passerelle,13/14-year-olds (Chapter 7) and both 15-16cadets/cadettesand 17-18 junior cat-egories (Chapter 8).

The chapter dedicated to mini-basketball was written by Maurizio Mondoni.The first part includes general guidelines for working with three age groups:6/7-year-olds, 8/9-year-olds and 10/12-year-olds, and the basic characteristicsof the base-game, the starting point for a coach when teaching mini-basketball.Next, the two central parts of the chapter include numerous drills intended forthe physical development of children who practise mini-basketball and for theprogressive development of basketball fundamentals. These drills were previ-ously published in another FIBA book, From Mini-Basketball to Basketball,written by the same author. The final section of the chapter includes orientativeplans for organising training sessions for mini-basketball teams.

Chapter 7 was prepared by Aleksandar Avakumovic . It includes a list ofmethodological advices for working with 13/14-year-old players and twen-ty- four training sessions as examples of the type of work that can be carriedout with players of this age group. For each session, this chapter specifies theprincipal goal of the session, its total length, the drills to be used in the ses-

sion including diagrams to aid understanding, and remarks highlighting keyaspects for the coach to keep in mind.Finally, Chapter 8 was written by Jose Mara Buceta and Lszl Killik. It

is made up of four sections centred on coaching 15/18-year-old players. Thefirst, very brief section, looks at the importance of considering the playersindividual needs in order to improve their resources. The second sectionexplains the basketball fundamentals that should be given special attentionat this age, such as movements without the ball, offensive rebounding andthe mid/low posts back-to-the-basket play. The third section deals with the

development of tactical decision-making, including basic concepts and someexamples. The fourth section centres on building team play, including con-cepts that young players should learn progressively. In many cases through-out this chapter, a distinction is made between 15/16-year-olds (cadets) and17/18-year-olds (juniors), specifying the particular characteristics of thecoachs work with each age group. And, as in the first five chapters of the book, practical exercises are included to facilitate the study of the contents.

Overall, the book is an attempt to transmit a progressive working schemefor young players. During the mini-basketball stage, it is suggested that glob-al standardised work be carried out with all of the children to help their phys-ical and psychological development, making this a satisfying experience whichwill provide opportunities for the players to develop basketball fundamentals.

Later, with 13/14-year-olds, the work should continue to be predominantly

INTRODUCTION XIX


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global and standardised, and at the same time, more detailed concerning thedevelopment of the more basic fundamentals (passing, dribbling, etc.). Duringthis stage, multiple 1 on 1, 2 on 2, 3 on 3, 2 on 1, 3 on 2, etc. situations should

be practised in order to begin to develop the most basic tactical decisions, bear-ing in mind the importance of strengthening the players self-confidence.From the age of 15 onwards, work should be more analytical and individ-

ualised, taking into account what each player needs in order to continue pro-gressing. At this stage, training time should be devoted to perfecting essentialdetails when performing basketball fundamentals. It is also important to workmore carefully on the development of tactical decision-making and to confrontprogressive learning of team play, using more basic concepts with 15/16-year-olds and more advanced ones with 17/18-year-olds.

This book is not a handbook that attempts to cover every aspect of bas-ketball from the most elementary to the most complex, but rather a volumeintended for coaches who are already certified and who, therefore, have a tech-nical understanding of the sport. With this in mind, the methodological ques-tions which are considered the most relevant for working with young playersare explained, while looking more carefully at technical aspects that, althoughvery important, tend to receive less attention, emphasising the importance of basketball fundamentals as well as specific training so that young players learnto use these within the appropriate context.

Obviously, the purpose of the book is not to tell coaches exactly what theyhave to do but to guide them by means of solidly based knowledge so thateach coach can then develop his/her own working methods.

With this aim, we have tried to keep the contents highly practical so that

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Bulgarian participants in the FIBA Young Coaches 2000 programme.


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coaches can apply them easily to their daily work. We have therefore includ-ed photographs, tables, practical examples and diagrams to complement thewritten text and to make it easier to understand. Some tables also include sim-

ple tools as examples to guide the coaches concerning the practical tools theycan incorporate into their work when planning, scheduling, recording andassessing.

In short, this is meant to be a book to be studied, not skimmed, intendedfor coaches working with young players, both girls and boys. We hope thatit will be useful for everyone studying it.

The book was edited by Jose Mara Buceta, following the guidelinesdrawn up by the working group chosen by FIBA for this project.

INTRODUCTION XXI

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bascketball for young players